The Ability of Text Translation (Indonesian Language to Japanese
Language) for Japanese Students in North Sumatera
and West Sumatera
Yuddi Adrian Muliadi, Siti Muharami Malayu
Japanese Literature Program Faculty of Cultural Sciences, Universitas Sumatera Utara, Medan, Indonesia
Keywords: Language learning, Student skills, Translation, Difficulties.
Abstract: In studying the Japanese language especially the translation courses, learners experience obstacles in the use
of vocabulary and the use of sentence patterns that are very different from the Indonesian language. This is
because the formation of sentences in Indonesian is different from Japanese. That is word selection, use of
particles (auxiliary words), sentence structure and meaning of translation of the sentence. This study
measures the ability of Japanese language learners in translating Indonesian texts into Japanese in the areas
of North Sumatra and West Sumatera. Sources of data used in this study is the result of the text of the
translation of the students who have passed the international examination of Japanese Language Proficiency
Test (JLPT) in N3 year 2018. Namely the students of Japanese Literature Faculty of Cultural Science
University of North Sumatera (11 people), students of the Department of Japanese Literature University
Andalas Padang (4 students) and students of Japanese Language Education Program Universitas Negeri
Padang (2 students). This research uses qualitative and quantitative methods. Qualitative methods to express
the phenomenon that empirically live on the speaker, so that the resulting or recorded in the form of
exposure as it is. Quantitative method is a study that uses statistical analysis to get its findings. The results
showed that the average value of the results of the translation of students in North Sumatera for the correct
answer: 45%, Approaching True: 38%, False: 10%, Unfilled: 7%. While in West Sumatera for the right
answer: 37%, Approaching True: 43%, False: 14%, Unfilled: 6%. So it can be concluded that the ability to
translate Indonesian text into Japanese language students in the region of Sumatra is still low, ie below 50%.
For that reason it is necessary to review the curriculum in the course of translation.
1 INTRODUCTION
Translation is the transfer of thoughts or ideas from
a source language into another language. Translation
is to convert the source language text into the text of
the target language by considering the meaning of
the two languages so as to attempt similar things and
follow the rules applicable in the target language.
In addition, according to Hoed (2006: 23), the
meaning of translation is the activity ydivert in
writing messages from the text of a language (eg
Indonesian) into other language texts (eg Japanese).
But translation is not just an activity for translating a
text and not just a substitution from one language to
another, but interpreting words to a target language
that follows the meaning contained in the source
language text. Submission of the message is also one
part of the translation that should not disappear. The
conformity of meaning between source language
text and target language text is a matter of note.
Target language text that is inconsistent with
messages in the source language text may result in
errors of information received by the target language
text reader.
Tanji Nobuharu (Kimiko, 1990: 218) also
mentions that:
「翻訳とはある言語の単語や文を、別の言語の
中で同じ＜意味＞を持つ単語や文に置き換える
ことだと言うことが出来るであろう。」
(Honyaku to waarugengo no tango ya bun o, bentsu
no gengo no naka de onaji[imi] o motsu tango ya
bun niokikaerukoto da to iukotogadekiru de arou).
"The so-called translation, is to convert a word or
phrase in a language into a word or sentence in
another language with a similar 'meaning'."
456
Adrian Muliadi, Y. and Muharami Malayu, S.
The Ability of Text Translation (Indonesian Language to Japanese Language) for Japanese Students in North Sumatera and West Sumatera.
DOI: 10.5220/0009904600002480
In Proceedings of the International Conference on Natural Resources and Sustainable Development (ICNRSD 2018), pages 456-463
ISBN: 978-989-758-543-2
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

Translation is divided into two parts:
a. The translation of writing 翻訳 (honyaku) is
to improve the written manuscript of a language into
another language (Tadao, 1990:1839)
b. The oral translation 通訳 (tsuyaku) stands
between two people each different in their language,
then translates each of the two men's languages
(Tadao 1990: 1289).
The term language error means lapses, errors, or
mistakes. (Corder, 1981) whose explanation is as
follows: Lapses is a language error resulting from
the speaker switching the way to declare something
before the whole sentence is finished. Error is a
language error due to speakers violation of code.
Furthermore, Sakoda (2002: 29-32) also said that
continuous language errors can occur because it has
become a habit, resulting in fossilization or the habit
of making mistakes that are difficult to fix.
According to him this fossilization can be caused by
five things, namely:
1. 言語転移Gengoten-i (Language Transfer), that
is when there is a mother language influence on
the second language learned so as to cause
language errors.
2. 過剰一般化Kajouippanka (Overgeneralization),
that is when there is an error causedby inability
of the learner to master the rules of the second
language (target language).
3. 訓連上の転移Kunrenjou no ten-i (Transfer of
Training) that is when there are errors that occur
due to the negative effects that arise when
teachers convey the material using two different
languages.
4. 学習ストラテジーGakushuuSutorateji
(Learning Strategy), that is when there are errors
associated with learning methods that are less
precise.
5.コミュニケーション・ストラテジーKomyunike
eshonSutorateji (Communication Strategy), that
is an error based on a lack of knowledge and
communication ability or caused by
circumstances when the speaker can not utter
aparticular word or phrase and then replace it in
other words.
Based on the opinions on the translation above it
can be concluded that translating cannot be
separated from the translator. The good result of a
translation depends on the translator. Can be
interpreted that the position of a translator is very
decisive in the process of translation. In translation,
an interpreter is required to master the source
language (to be translated) and the target language
(which will be the translation).
For learners in this research, it is because the
formation of sentences in Indonesian language is
different from Japanese. Among them are word
selection, use of particles, sentence structure and the
meaning of translation of the sentence. Plus, that in
Japanese, spoken language with written language is
very different. So many cause problems.
According to Sudjianto & Dahidi (2004: 181)
Particles is word class which includes fuzokugo
(cannot stand alone as a single word) which is used
after a word to indicate the relationship between the
word in other words and to icrease the meaning of
the word more clearly.
Cultural differences cause each language to have
uniqueness as well as differences between each
other. Translating an utterance in a language is not
easy, because a word can have many meanings.
Selection of words in Indonesian may vary
according to the context in Japanese. For example,
the use of the word 'wear' in Japanese sense varies
according to the part of the body that is worn.
Namely verbs: kaburu, kakeru, tsukeru, shimeru,
kiru, hameru, haku. For learners, the error applies
because they are not aware of the difference between
the two languages. Besides this cause there are other
causes that make the deviant form in learning.
2 RESEARCH METHOD
This research uses qualitative and quantitative
methods. Qualitative method is a method of research
which solely based on existing facts or phenomena
that are empirically alive on the speaker, so that the
resulting or recorded in the form of what it is
(Sudaryanto, 1993:62).
According to Moleong (2008:24) that qualitative
method as a research procedure that produces
descriptive data in the form of written or oral words
from people who can be observed. To obtain the
findings, used quantitative research. Muijis (in
Suharsaputra, 2012: 49) defines that quantitative
research is a research method intended to explain
phenomena by using numerical data, then analyzed
using statistics generally. Similar opinion was
expressed by Marczyet. Al (in Suharsaputra, 2012:
49) that quantitative research is a study that uses
statistical analysis to obtain its findings. Its main
features include measurement. The stages in this
research are data collection, selection / classification
of data, data analysis and data deduction.
The Ability of Text Translation (Indonesian Language to Japanese Language) for Japanese Students in North Sumatera and West Sumatera
457

3 RESEARCH DATA
3.1 Data Source
The data of this research is the result of translation
test of Indonesian text into Japanese about tourist
object which is in Bali. Sources of data in this study
are students who have taken the international
examination of 日本語能力試験Nihongo
NouryokuShiken-Japanese Language Proficiency
Test (JLPT) N3 in the Year 2017 and the results are
known to have graduated in March 2018. Namely
the students of the Department of Japanese
Literature Faculty of Cultural Science University of
Sumatera Utara, Indonesia amounted to 11 people,
students of the Department of Japanese Literature
Andalas University (Unand) Padang amounted to 4
people and students of Education Program of
Japanese Language State University of Padang
(UNP) amounted to 2 people. So the total number of
students is 17 people. When conducting a translation
test, students are advised to use Indonesian-Japanese
Dictionary.
3.2 Location and Time
The test location for North Sumatera Region,
namely the Japanese Literature Study Program of
FIB USU is performed at Language Center Building
University of North Sumatera Medan, on Monday 2
April 2018, at: 13.30 - 15.00. The test location for
West Sumatera Region, namely University of
Andalas (Unand) Padang Japanese Literature
Department students and Japanese Language
Education Study Program students were held in the
classroom of Prodi Sastra Jepang Faculty of Cultural
Sciences, University of Bung Hatta Padang
(combined), on Thursday 12 April 2018, 9am -
10.30am.
3.3 Data Gathering
The data gathering is done by test in the form of
Indonesian translation into Japanese students in
North Sumatera and West Sumatera. Once collected,
selected, classified and verified according to the
level of ability the data is selected into 2 categories
of research objects. Namely: 1) the use of particles,
2) the meaning of sentence translation as a whole.
After the data gathering process is complete, then all
data is analyzed.
3.4 Data Processing
The process of analyzing is done by: Specifies the
category of translation error that appears, Examine
the cause of the translation error, and Comparing
errors of translation by students in the region of
North Sumatera and West Sumatera.
3.5 Measuring Instruments
To assess the ability of students of Japanese
Literature and students of Japanese Literature
Department Unand Padang and students of the
Japanese Language Education Studies Program UNP
will be presented in the form of score (the number of
acquisition in the test) or assessment. The test is in
the form of sentences. The students must translate a
number of sentences from Indonesian language to
Japanese language. The sentences are based on a
stories about tourist objects in Bali. The reason of
the chosen title is because this story is unknown to
students. The difficulty level of the words is
simplified and adjusted to the ability of students to
translate.
3.6 Criterion of Scores in Test
The criteria in examining the test results are by
reviewing the selection of words, the use of
particles, the composition of sentences, and the
overall meaning. After reviewing the translation, the
result then was classified into “true”, “close to
right”, “wrong” and “not filled”.
4 RESULTS AND DISCUSSIONS
4.1 ‘Particle’ Test Results
To know how far the ability of students in
translating Indonesian text into Japanese language
can be known from the test results. The results of
data analysis indicate the existence of categories of
translation ability of particles
へ、も、と、を、が、は、の、に、で (e, mo,
to, o, ga, wa, co, ni, de). The results can be seen in
the following graph:
ICNRSD 2018 - International Conference on Natural Resources and Sustainable Development
458

Figure 1: Percentage of Student Ability Assessment Using
'Particles' In North Sumatera.
In graph 1 shows that the ability of the use of
particle へ (e) is good enough that is 72.7%.Next is
the particle は(wa) 62.5% and と(to) 58.2%. While
for particle で (de) its ability is very low that is only
18.2%. Error of particle useで (de) cause difference
of meaning, that is:
Student translation data:
その中に、クタの海岸である。（誤用）
Sononakani, Kuta no kaigan de aru. (goyou)
Translation suggestions:
その中で、クタの海岸である。（正用）
Sononakade, Kuta no kaigan de aru. (seiyou)
Hereinafter is the use of particle にwhich creates
different meaning, that is:
Student translation data:
ジャワ島とロンボク島の間がある。（誤用）
Jawatou to Ronbokutou no aidagaaru. (goyou)
Translation suggestions:
ジャワ島とロンボク島の間にある。（正用）
Jawatou to Ronbokutou no aidaniaru. (goyou)
This error is usually caused
by過剰一般化Kajouippanka (Overgeneralization),
the inability of translation in mastering the rules of
the second language (Sakoda, 2000: 300).
In graph 2 it can be seen that the capability of
using particle が (ga) is good that is 66,7%. Next is
the particle と (to) 53.3%. and も (mo) 50%. While
for で (de) and を(o) particle the ability is very low
which is only 16.7%. Error of using で (de) and part
particles creates different meanings, namely:
Student translation data:
その中に、クタの海岸である。（誤用）
Sononakani, Kuta no kaigan de aru. (goyou)
Translation suggestions:
その中で、クタの海岸である。（正用）
Sononakade, Kuta no kaigan de aru. (seiyou)
Hereinafter is the use of particle o which creates
different meaning, that is:
Student translation data :
バリの都市のきれいさを行ってみた方がいい。
（誤用）
Bari no toshi no kireisaoittemitahouga ii. (goyou)
Translation suggestions :
バリの都市のきれいさを見に行ってみた方がい
い（誤用）
Bari no toshi no kireisao mi niittemitahouga ii.
(seiyou)
This is due to omission / addition of particles in
the sentence.
Figure 2: Percentage of Student Ability Assessment Using
'Particles' In West Sumatera.
In Figure 3, it can be seen by comparing the In
graph 3 it can be seen by comparing the ability of
students in using particles in the region of North
Sumatera and West Sumatra. In general from both
regions, the use of と (to) and part particles is quite
good and evenly distributed.
The Ability of Text Translation (Indonesian Language to Japanese Language) for Japanese Students in North Sumatera and West Sumatera
459

Figure 1: Percentage Comparison of Student Ability Assessment Using 'Particles' In the areas of
North Sumatera and West Sumatera.
For tarticles と (to) is 58.2% and 53.3%. For も
(mo) particles is 54.5% and 60%. While the で (de)
particles are very low. That is 18.2% and 16.7%
only. While the most striking difference between
North Sumatra and West Sumatra is on the use of を
(o) particles. North Sumatra region 50%, while the
area of West Sumatra is 16.7%.
This is usually caused by
コミュニケーション・ストラテジーKomyunikee
shon Sutorateji (Communication Strategy), which is
an error based on a lack of knowledge and
communication ability or caused by circumstances
when the speaker cannot pronounce a particular
word or phrase and then replace it in other words.
Ability of students in using particles in the region of
North Sumatera and West Sumatra. In general from
both regions, the use of と (to) and part particles is
quite good and evenly distributed. For tarticlesと
(to) is 58.2% and 53.3%. For も (mo) particles is
54.5% and 60%. While the で (de) particles are very
low. That is 18.2% and 16.7% only. While the most
striking difference between North Sumatra and West
Sumatra is on the use of を (o)particles. North
Sumatra region 50%, while the area of West
Sumatra is 16.7%. This is usually caused by
コミュニケーション・ストラテジーKomyunikee
shonSutorateji (Communication Strategy), which is
an error based on a lack of knowledge and
communication ability or caused by circumstances
when the speaker can not pronounce a particular
word or phrase and then replace it in other words.
4.2 ‘Sentence Meaning’ Test Results
To know how far the ability of students in
translating Indonesian text into Japanese language
can be known from the test results. The results can
be seen in Figure 4. In assessing the results of
translation test students in North Sumatera using
four options. That is: true, close to right, wrong and
not filled. In graph 4 it appears that the ability to
compose sentences, especially sentences of order
number 4 is quite good, namely:
観光の町としてのバリは世界中に有名にな
った。( Kankou no machitoshite no Bari
waSekaijyuuniyuumeininatta.). Next sentence
sequence number 10 is also quite good, namely:
芸術と文化である。(Geijutsu to bunka de
aru.)
While the sentence number 5 is very low,
namely:
特に日本とオーストラリアの観光客のためであ
る(Tokuni Nihon to Oousutoraria no kankoukyaku
no tame dearu.). In addition there is still a wrong
sentence and not filled. This is usually caused by:
過剰一般化 Kajouichihanka (Overgeneralization),
an error caused by the inability of the learner to
master the rules of the second language (the target
language). Four options can be used in assessing the
results of the translation test students in the area of
West Sumatra. That is: true, close to right, wrong
and not filled.
ICNRSD 2018 - International Conference on Natural Resources and Sustainable Development
460

Figure 4: Percentage of 'Sentence Meaning' Assessment From 11 Students of North Sumatera Region.
Figure 5: Percentage of 'Sentence Meaning' Rating From West Sumatera Students.
Figure 6: Comparison of Percentage of 'Sentence Meaning' Rating From Students in Territory of North Sumatra and West
Sumatra.
The Ability of Text Translation (Indonesian Language to Japanese Language) for Japanese Students in North Sumatera and West Sumatera
461

In graph 5 it appears that the ability to compose a
sentence, especially the sentence of sequence
number 1 is very good, that is:
バリはインドネシアにある州の一つである。(B
ari wa Indoneshia ni arus huu no hitotsu de aru.).
Next sentence sequence number 3 and 4 is good:
首都はデンパサルである。(ShutowaDenpasaru
de aru.).
ジャワ島とロンボク島の間にある。(Jyawato
u to Ronbokutou no aidaniaru.) . While the sentence
number 6 is very low. In addition there are still
sentences that are wrong and not filled. This is
usually caused by 過剰一般化Kajouippanka
(Overgeneralization), which is an error caused by
the inability of the learner to master the rules of the
second language (target language). The average
value of student translation result in North Sumatera
region is, True: 45%, Approaching True: 38%,
False: 10%, Unfilled: 7%. While in the area of West
Sumatra is, True: 37%, Approaching True: 43%,
False: 14%, Unfilled: 6%.
5 CONCLUSIONS
The results of this study indicate that the ability of
students in translating Indonesian texts into Japanese
in the region of North Sumatera and West Sumatera
can be said is still low, that is below 50%. So it is
necessary to review the curriculum subjects of
translation in both areas.
Translation errors that commonly occur in
students from the results of this study are the
composition of sentences that are less precise so that
their meaning changes. Another thing that is of
concern is the type of particle that is multi-
functional so that students must understand each of
these functions.
In the process of translation, the shift of form
can occur as an effort to deliver the source language
message into the target language. The
correspondence of meaning between the meaning of
the source language is very important in translation.
In addition, the translator should take account of
the language and cultural structure that is in line, so
as to produce a good and acceptable translation.
Based on the results of this study, it should be
considered to increase the hours of translation
lessons. Translation learning should focus on the
problems that students have (structure or
arrangement). The instructor needs to provide a lot
of translation exercises so that students get used to
and reduce errors in translating.
REFERENCES
Oxford: Oxford University .Press.
Chino, N., 2012. How To Tell The Difference Between
Japanese Particle. New York Kondansha. USA.
Harisal, 2015. Analisis Kesalahan Dalam Karangan
Bahasa Jepang Mahasiswa Sastra Jepang Universitas
Hasanuddin. Perpustakaan.unhas.edu
Hoed, B.H., et al., 2006. Pengetahuan Dasar Tentang
Penerjemahan. Jurnal Bidang Penerjemahan Lintas
Bahasa Edisi Khusus, No. 1/ Juli.Jakarta.
Kridalaksana, H., 2001. Introduction to Word Formation
and Word Classes. Jakarta.Universitas Indonesia.
Larson, M.L., 1984. Penterjemahan Berdasarkan Makna:
Pedoman Untuk Pemadanan Antar Bahasa (Alih
Bahasa oleh Kencanawati Taniran). Arcan. Jakarta.
Muhlisian, A.A. 2014. Analisis Kesalahan Terhadap
Penggunaan Partikel Hasil Terjemahan Indonesia-
Jepang Dalam Karya Ilmiah Mahasiswa. Jurnal Ilmiah
‘Aurora’ Sastra, Budaya, dan Bahasa 1(4).
Muliadi, Y.A., et al., 2017. Kita Sumatora No Kankouchi.
Mahara Publishing (Anggota IKAPI). Jakarta. ISBN
978-602-6914-58-31
Machali, R., 2009. Pedoman Bagi Penerjemah: Panduan
Lengkap Bagi Anda Yang Ingin Menjadi Penterjemah
Profesional. PT. Mizan Pustaka. Bandung.
Min, S.H., 2009. Analisis Kesalahan Berbahasa Korea:
Studi Kasus Karangan Mahasiswa Jurusan Bahasa
Korea, Fakultas Ilmu Budaya, Universitas Gadjah
Mada.Tesis.Fakultas Ilmu Budaya,Universitas Gadjah
Mada. Yogyakarta.
Moleong, L.J., 2008. Metodologi Penelitian Kualitatif
Edisi Revisi. Remaja Rosdakarya. Bandung.
Munday, J., 2001. Introducing Translation Studies;
Theories and Applications.Routledge.New York.
Nababan, M.R., 1999. Teori Menerjemah Bahasa Inggris.
Pustaka Pelajar.
Nababan, M.R., 2003. Kompetensi Penerjemahan dan
Dampaknya pada Kualitas Terjemahan. Pidato
Pengukuhan Guru Besar Bidang Penerjemahan
Universitas Sebelas Maret. Universitas Sebelas Maret.
Surakarta.
Newmark, P., 1991. About Translation. Multilingual
Matters.
Parera, J.D., 1997. Linguistik Edukasional: Metodologi
Pembelajaran Bahasa Analisis Kontrastif Antar
bahasa Analisis Kesalahan Berbahasa. Erlangga.
Jakarta.
Sudaryanto, 1993. Metode dan Aneka Teknik Analisis
Bahasa: Pengantar Penelitian Wahana Kebudayaan
Secara Lingustik. Duta Wahana Universitas
Press.Yogyakarta.
Suharsaputra, U., 2012. Metode Penelitian Kuantitatif,
Kualitatif, dan Tindakan. PT Refika Aditama.
Bandung.
Sudjianto, Dahidi, A., 2004. Pengantar Linguistik Bahasa
Jepang. Kesaint Blanc. Jakarta.
ICNRSD 2018 - International Conference on Natural Resources and Sustainable Development
462

Sakoda, K.,
2002.『日本語教育に生かす第二言語習得研究』T
okyo・
Aruku, T., Umesao, et al., 1990. Nihongo Daijiten.
Kondansha. Japan.
Tadahiko, T. 1995.Nihongogaku.Sakai Shoten. Tokyo.
Tarigan, H.G.,Tarigan, D., 1995. Pengajaran Analisis
Kesalahan Berbahasa. Angkasa. Bandung.
Vinay, J.P., Darbelnet, J., 2000.Methodology of
Translation. Routledge. London and New York.
The Ability of Text Translation (Indonesian Language to Japanese Language) for Japanese Students in North Sumatera and West Sumatera
463